To measure the differences in student data quality between states, we relied on grades given by the Data Quality Campaign (DQC). They offer 10 “actions” states need to take to develop impactful data systems. These are:
- Linking data systems from pre-K through college
- Creating stable, sustained support for data collection, analysis, and dissemination
- Developing governance structures
- Building state data repositories
- Implementing systems that provide timely access to information
- Creating progress reports using individual student data to improve performance
- Creating reports using longitudinal statistics to guide systemwide improvements
- Developing a data-rich research agenda
- Promoting educator professional development and credentialing around data knowledge
- Promoting strategies to raise awareness of available data
Grades were curved so that states that have completed 8, 9, or 10 total actions received A’s; states that completed 6 or 7 actions earned B’s; states that completed 5 actions earned C’s; states that completed 3 or 4 actions earned D’s; and states that completed 1 or 2 actions earned F’s.
California did not participate in DQC's study and as a result did not receive a grade for this metric.